LU|ZONE|UL Community:http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/242015-03-03T20:20:41Z2015-03-03T20:20:41ZTeachers as ResearchersWood, Jeffrey W.http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/3252008-11-17T07:00:03Z2008-10-01T00:00:00ZTitle: Teachers as Researchers
Authors: Wood, Jeffrey W.2008-10-01T00:00:00ZDefining Literacies: The Complex Literacies Use And Understandings Of Tree ChildrenWood, Jeffrey W.http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/3242008-11-13T07:00:08Z2007-08-01T00:00:00ZTitle: Defining Literacies: The Complex Literacies Use And Understandings Of Tree Children
Authors: Wood, Jeffrey W.
Abstract: This nine-year ethnographic study describes how three children, Emily,
Tristan, and Simon learned, used and understood literacies over time, across
sites and within specific discourses. In documenting the literacies of these
children, I have gained insight into the processes by which they became literate
as well as how each of these children scaffold their own learning by using
multiple literacies and sign systems. Emily, Tristan and Simon helped me to see
literacies as complex in their conception and use and that all sign systems (e.g.
art, dance, reading, writing, maths, sports, videogaming, etc.) operate using
common semiotic principles. Sign systems as literacies are multimodal,
meaning-focused and motivated; they involve specific social and cultural
practices which differ depending on site and community. During every literate act
the children in this study made extensive use of the semantic, sensory, syntactic
and pragmatic cuing systems to make meaning, regardless of the literacies used.
Emily, Tristan and Simon taught me that we need to see children as literate, as
symbol users, and meaning-makers from birth. In order to support literacies
learning we need to begin by recognizing and supporting the literacies learning
process that is already in place.2007-08-01T00:00:00ZMoses's story: Critical literacy and social justice in an urban kindergarten.Wood, Jeffery W.http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/312007-08-30T20:38:57Z2005-07-01T00:00:00ZTitle: Moses's story: Critical literacy and social justice in an urban kindergarten.
Authors: Wood, Jeffery W.
Abstract: In this article, Jeffrey Wood reflects on his teacher research project in his kindergarten classroom. Wood focuses on the value of critical literacy as seen through his work with Moses, a student in his classroom. Wood shows us how much we need to consider children’s points of views in early childhood literacy teaching. Wood describes how an important idea such as critical literacy—which involves creating literacy teaching that speaks to children’s identities and empowers them—brings us closer to the worlds of our children and to those moments of insight and learning for ourselves as teachers.2005-07-01T00:00:00Z